Unit 4 Using Language (Reading for Writing) 課件-2023-2024學(xué)年高二英語人教版（2019）選擇性必修第一冊(cè)

人教版（2019）選擇性必修一Unit4BodyLanguageUsingLanguageDescribeclassroombodylanguage

LearningobjectivesBytheendofthissection,youwillbeableto:1.predictthemainideaofatextbasedonitstitleandpicture;2.recognizethemeaningofdifferentclassroombodylanguage;3.graspthefeaturesofthistext,likeitsstructureandlanguage;4.writeapassagetodescribeclassroombodylanguage;5.cooperatewithgroupmatesactivelythroughcheckingyourwritingstogether.Let’sdiscussthefollowingquestions.Lead-inAsastudent,Whatdifferentfeelingshaveyoueverexperiencedinclass?Differentfeelings(meanings)interestedboreddistractedanxiousamusedtroubled...Let’sdiscussthefollowingquestions.Whatkindofbodylanguageareyouawareof?bodylanguagefrowndaydreamlowerone’sheadlookupandsmileleanforward...Let’spredictwhatthetextwilltalkaboutfromthephotoandthetitle.Pre-writingHowDoIKnowMyStudents?Itmaybeaboutstoriesbetweentheteacherandstudentsinaclassroom.Itmayanswerthequestionaskedinthetitlebyintroducingsomegoodwaysfortheteacherstoknowthestudents.Let’sreadandcheckyourpredictions.What’sthemainideaofthistext?Thetextintroduceshowtheteacherknowsthestudentsthroughtheirbodylanguageandhelpsthemgrow.SampleAnswerLet’sreadandfillinthetable.PartPurpose123Introduction(leadintothetopic:HowdoIknowmystudents)Asaneducator,peopleoftenaskmehowIknowwhatisgoingoninthemindsofmystudents.Manystudentsarequiteshyanddon’tspeakallthatmuch.Atthesametime,inaclassroomofmorethanfortystudents,itishardtohavemanyone-on-oneconversationswitheachperson.So,howcanIreallyknowwhatmakeseachstudenttick?Myanswer?Ilookattheirbodylanguage.Introduction(Givetheanswer:bodylanguage)Recognisewhenstudentsareinterestedorbored.Itiseasytorecognisewhenstudentsareinterestedinalesson.Mosttendtolookupandmakeeyecontact.WhenImakeajoke,theysmile.WhenItalkaboutsomethingdifficult,theylookconfused.Iknowwhenstudentsarereallyinterested,however,becausetheyleanforwardandlookatme.Peoplehaveatendencytoleantowardswhatevertheyareinterestedin.Soifastudenthashisheadloweredtolookathiswatch,itimpliesheisboredandjustcountingtheminutesfortheclasstoend.Iftwofriendsareleaningtheirheadstogether,theyareprobablywritingnotestoeachother.Ofcourse,noteveryonewholooksupispayingattentioninclass.Somestudentslookup,butthereisanabsenceofeyecontact.Theireyesbarelymove,andtheyalwayshavethesamedistantexpressionontheirfaces.Itisasthoughtheyareasleepwiththeireyesopen.Recognisewhenstudentsaredistracted.Somestudentsareamusedbysomethingelse.Theyspendalltheirtimelookinganywherebutatme.Thenagain,somestudents’favouriteactivityisdaydreaming.Withtheirchinsontheirhands,theyoccupythemselvesbystaringoutofthewindoworupattheceiling.Theyarecertainlyinterestedinsomething,butwhoknowswhat.Themainthingisremindingdistractedstudentsthattheyneedtopayattentioninclass.Distinguishwhenstudentsaretroubled.Whileitiseasytoperceivewhenstudentsareinterested,bored,ordistracted,itissometimesmuchhardertodistinguishwhenstudentsaretroubled.Studentswhoareangry,afraid,orexperiencinganxietymayhavetheirarmscrossedinfrontoftheirchestsandtheirlegsclosedorcrossed,liketheyareguardingtheirbodies.Studentswhoaresadorworriedwillnearlyalwayswearafrown.Theymayalsohidetheirfacesintheirhandsliketheyareembarrassedorashamed.Somestudentsactthiswaymerelybecausetheyareafraidofbeingcalledonbytheteacher.However,ifastudentdoesnotbothertobrushherhairandhereyesareredfromweeping,thenIcaninferthattherearedeeperissuesatwork.Itcouldbethatsheishavingseriousconflictswithotherstudentsorathome.Whateveritis,IknowIneedtoinquireandassesswhatisgoingon.Conclusion:Whystudents’bodylanguageisimportantforteachers.Ultimately,mydutyishelpingeverystudenttolearn.Theirbodylanguageletsmeknowwhentoadjustclassactivities,whentointervene,andwhentotalktostudentsindividually,sotheycanallgetthemostoutofschool.Reactingtobodylanguageisanimportantcomponentofbeingateacher.Let’sreadandfillinthetable.PartPurpose123Introduction(Paragraphs1and2)Recognisewhenstudentsareinterestedorbored(Paragraph3)Recognisewhenstudentsaredistracted(Paragraph4)Distinguishwhenstudentsaretroubled(Paragraph5)Conclusion(Paragraph6)Let’sreadagainandanswerthefollowingquestions.1.Howdoestheteacherknowwhatstudentsarethinking?2.Accordingtotheteacher,whatissomestudents’favouriteactivity?3.Whatdoesthephrase“whoknowswhat”mean?4.Whydoestheteacherthinkbodylanguageisimportant?1.Bylookingattheirbodylanguage.2.Daydreaming.3.Itisimpossibletotell(whattheyareinterestedin).4.Students’bodylanguageletstheteacherknowwhentoadjustclassactivities,whentointervene,andwhentotalktostudentsindividually,sotheycanallgetthemostoutofschool.SampleAnswersMatchthebodylanguagewiththemeanings.WritethelettersA-Jonthelines.1.Lookingupandmakingeyecontact

A

veryinterested2.Leaningovertolookatone’swatch

B

bored3.Twofriendsleaningheadstogether

C

interested4.Leaningforwardandlookingattheteacher

D

sadorworried5.Lookingup,butnoeyecontact,noexpression

E

distracted6.Lookingaway

F

writingnotes7.Chinonhand,lookingoutthewindow

G

seriousproblems8.Lookingdown,armsorlegscrossed

H

liketheyareasleep9.Frowning

I

daydreaming10.Hairnotbrushed,redeyes

J

angry,afraid,or

experiencinganxietyCBFAHEIJDGLookatthefollowingphotos.Ingroups,discusswhatthesepeoplearedoingandwhattheirbodylanguageistellingyou.Lookatthefollowingphotos.Ingroups,discusswhatthesepeoplearedoingandwhattheirbodylanguageistellingyou.Itlooksliketheteacherhasaskedaquestion,andhereyesarelookingatstudents.Atthesametime,studentsareraisingtheirhands,expectingtoanswerthequestion.Sotheclassroomatmosphereisverylively.Perhapstherelationshipbetweenteacherandstudentsisharmonious.SampleAnswerLookatthefollowingphotos.Ingroups,discusswhatthesepeoplearedoingandwhattheirbodylanguageistellingyou.

Theboyisgivingafistpumpandsmiling.Thisisnormallydonewhensomeonehasjustaccomplishedsomethinggoodandwantstocelebrate.SampleAnswerLookatthefollowingphotos.Ingroups,discusswhatthesepeoplearedoingandwhattheirbodylanguageistellingyou.Theboyistellingajoketothegirlinsecret,andsheishidingherfacebecausesheislaughing.SampleAnswerDrawsomeoneyouknow.Showhis/herbodylanguageinyourdrawing.Accordingtothefollowingtable,writeapassagetodescribethebodylanguageofthepersoninyourdrawing,andexplainwhathis/herbodylanguagetellsus.WhoamIgoingtowriteabout?LanguagefeatureBodylanguageWhat’shis/hertypicalbodylanguage?WhatwordsandexpressionsthatIhavelearntcanbeused?OccasionWhenwillhe/shehavesuchkindofbodylanguage?MeaningWhatfeelingsormeaningsareconveyedbyhis/herbodylanguage?PersonalityWhatkindofpersonishe/she?While-writingExchangeyourdraftwithapartner.Post-writing1.Usethechecklisttohelpyoureviewyourpartner?sdraft.Isthepersonproperlyidentified?Isthedescriptionclear?Doesthewritergivehis/herimpressionsofthefeelingsandpersonality

ofthepersoninthedrawing,andalsoexplainwhyhe/shehastheseimpressions?Doesthewriterusecorrectgrammar,punctuation,andspelling?2.Takeyourdraftbackandreviseit.Thisismyfriend,Allen.Heisbendingoverapieceofpaperwithapencilinhishand,drawing.Hisotherhandholdsanerasernearthepaper,becausehewantstobeabletouseitassoonasheneedsitwithoutwastingtime.Allenisaveryseriousartist,whichyoucantellfromtheintenselookonhisface.Whenheisdrawing,hetendstoblockouteverythingelseintheworld.Often,whenotherpeoplecallouthisname,hedoesnotevenhearthembecauseheislostinhisart.SampleWritingSharingyourdrawinganddescriptionwiththerestoftheclass.WordsandExpressions

Peoplehaveatendencytoleantowardswhatevertheyareinterestedin.(P44)

人們?cè)趯?duì)某個(gè)事物感興趣時(shí)，往往會(huì)身體前傾。tendency

/'tend?ns?/

n.

趨勢(shì)；傾向搭配thereisatendency(forsb)todosth

（對(duì)……來說）做某事成為趨勢(shì)

例句Thedrugiseffectivebuthasatendencytocauseheadaches.這種藥很有效，但可能會(huì)引起頭疼。Thereisanincreasingtendencyforwomentohavechildrenlaterinlife.女性晚育趨勢(shì)越來越強(qiáng)。...itimpliesheisboredandjustcountingtheminutesfortheclasstoend.(P44)

……這就表明他覺得無聊，數(shù)著時(shí)間，只盼早點(diǎn)兒下課。imply

/?m'pla?/

vt.

意味著；暗示

例句Cleoblushed.Shehadnotmeanttoimplythathewaslying.克利奧臉紅了。她不是故意暗指他在撒謊的。Areyouimplying(that)Iamwrong?你的意思是不是說我錯(cuò)了？

Withtheirchinsontheirhands,theyoccupythemselvesbystaringoutofthewindoworupattheceiling.(P44)

他們托著下巴，全神貫注地盯著窗外或天花板。occupy

/'?kjupa?/

vt.

占據(jù)；占用

例句Thebedseemedtooccupymostoftheroom.床似乎占去了大半個(gè)屋子。Sheoccupiedherselfdoingroutineofficetasks.她忙于辦公室的日常工作。

Withtheirchinsontheirhands,theyoccupythemselvesbystaringoutofthewindoworupattheceiling.(P44)

他們托著下巴，全神貫注地盯著窗外或天花板。stare

/ste?(r)/

vi.

盯著看；凝視

n.

凝視搭配stareatsb/sth

盯著看；凝視；注視……例句Shestaredatmeindisbelief.她滿腹疑惑地盯著我看。Shelaughed,ignoringthestaresofeveryonearoundher.她笑了起來，不顧周圍每個(gè)人都在盯著她看。Whileitiseasytoperceivewhenstudentsareinterested,bored,ordistracted,itissometimesmuchhardertodistinguishwhenstudentsaretroubled.(P44)

盡管學(xué)生們何時(shí)（對(duì)講課）感興趣、何時(shí)感到無聊或精力不集中是容易察覺的，但要發(fā)現(xiàn)學(xué)生何時(shí)有困擾有時(shí)會(huì)難得多。perceive

/p?'si?v/

vt.

察覺；看待；理解搭配perceivesth/sbassth

將某人/某事看做……

例句Iperceivedachangeinhisbehaviour.我注意到他舉止有些變化。Evenasayoungwomanshehadbeenperceivedasafuturechiefexecutive.甚至是在年輕時(shí)，她就被看作是未來的總裁。Whileitiseasytoperceivewhenstudentsareinterested,bored,ordistracted,itissometimesmuchhardertodistinguishwhenstudentsaretroubled.(P44)

盡管學(xué)生們何時(shí)（對(duì)講課）感興趣、何時(shí)感到無聊或精力不集中是容易察覺的，但要發(fā)現(xiàn)學(xué)生何時(shí)有困擾有時(shí)會(huì)難得多。distinguish

/d?'st??gw??/

vi.&vt.

區(qū)分；辨別搭配distinguishsb/sthfrom

某人/某事區(qū)別于……

例句Sometimesrealityandfantasyarehardtodistinguish.有時(shí)候現(xiàn)實(shí)和幻想很難區(qū)分。Whatwasitthatdistinguishedherfromherclassmates?是什么使得她有別于班上其他同學(xué)呢？

However,ifastudentdoesnotbothertobrushherhairandhereyesareredfromweeping,...(P44)

但是，要是學(xué)生都懶得梳頭，并且兩眼因哭泣而發(fā)紅……bother

/'b?e?(r)/

vi.&vt.

費(fèi)心；麻煩；因……操心

n.

麻煩；不便用法bother在句中意為“費(fèi)心；因……操心”等。這種用法常見于否定句和疑問句，構(gòu)成(not)bothertodo/doing結(jié)構(gòu)。

例句Hedidn’tbothe